Developing Mathematics and Science Teachers’ Ability to Design for Active Learning: A Design-based Research Study

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the ‘clinical model’) through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network

Innovations in initial teacher education through integration for self-determination: Two examples and a model

Initial teacher education (ITE) programs are still experimenting with how best to make use of the connectivity provided by digital technology. This paper uses two examples to develop a model of how connectivity can be used to enrich ITE by harnessing the intrinsic motivation of teachers. The model draws upon theories of networked learning (Jones, 2015; Steeples, Jones, & Goodyear, 2002) and self-determination theory (Ryan & Deci, 2000). A networked learning perspective places a focus upon the connections that facilitate learning, and how to improve them. Pre-service teachers can connect with and learn from the world outside of the university and/or their school, especially from the greater community of experienced teachers, teacher educators, and subject experts (Kelly, Clará, Kehrwald, & Danaher, In press). This paper describes two interventions that aim to have a positive impact upon ITE: TeachConnect and the Digital Portfolio project. TeachConnect is an online platform that supports Queensland teachers (currently over 600 from 8 universities) from their pre-service education into their career, through online mentoring and through development of a shared community knowledge base. Much of its potential arises from connecting pre-service and early-career teachers with experienced and well-established teachers. TeachConnect is currently being integrated into a number of university programs during practical experience, to integrate online support and gathering of evidence (Kelly, Clará, & Kickbusch, 2015). The Digital Portfolio project experiments with the effectiveness of an online portfolio as a means to support pre service teachers as they collect evidence of achievement at the Graduate level of the Australian Professional Standards for Teachers. Portfolios allowed for the integration of evidence gathering by enabling pre-service teachers to co-create knowledge along with their supervising teachers and university co-ordinators using the Apple iTunes U platform, which could then be used to provide evidence for achieving graduate standards. Both projects have been designed with a focus upon harnessing intrinsic motivation. In self-determination theory intrinsic motivation is described as having three main aspects (Ryan & Deci, 2000): (i) a need for autonomy to be able to carry out the task in a way that is in harmony with the beliefs of the learner; (ii) a need for competence to have the ability needed to carry out the task; and (iii) a need for relatedness to feel that the task promotes, at some level, human connections. We articulate a model for these and future networked learning interventions in ITE to guide design towards intrinsic motivation for learning

How to develop an online community for pre-service and early career teachers

This paper contributes a number of design principles for developing large-scale online communities of pre-service and early career teachers (PS&ECTs). It presents the paradigms of connected learning, networked learning and communities of practice and contrasts them. It describes the potential for online communities to meet the needs of PS&ECTs and it identifies gaps that exist within certain types of existing online communities that currently support PS&ECTs. The paper proposes design principles for a new type of online community for PS&ECTs. These principles are drawn from the literature and from the preliminary outcomes of a pilot study

What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it)

TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland. This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of : - the unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support) - the design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants - the design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program - real-world impacts and discussion of future steps Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur